Knowledge Quartet as a Framework for Teacher Thinking in STEM Task Design
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10501130" target="_blank" >RIV/00216208:11410/25:10501130 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mMq9Rj.XHp" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mMq9Rj.XHp</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1163/27726673-bja00027" target="_blank" >10.1163/27726673-bja00027</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Knowledge Quartet as a Framework for Teacher Thinking in STEM Task Design
Popis výsledku v původním jazyce
The teacher's role in developing inquiry-based activities significantly impacts students' learning outcomes. The complexities inherent in planning and structuring meaningful tasks continue to pose difficulties for educators. Given the challenges of designing effective inquiry-based activities, a structured framework is necessary to guide teachers in their planning. This study reports the use of the Knowledge Quartet as a framework for analysing a teacher's planning and design of an activity about statistical concepts within a wider context of STEM learning. The contributory codes of the Knowledge Quartet, originally intended for assessing preservice primary teachers' knowledge, have been thematically exemplified through the planned activities administered by the teacher in the form of a group project. This study might be useful in helping teachers in utilising the Knowledge Quartet as a model of professional reflection, particularly in guiding their integration of STEM in the planning and design of inquiry-based activity.
Název v anglickém jazyce
Knowledge Quartet as a Framework for Teacher Thinking in STEM Task Design
Popis výsledku anglicky
The teacher's role in developing inquiry-based activities significantly impacts students' learning outcomes. The complexities inherent in planning and structuring meaningful tasks continue to pose difficulties for educators. Given the challenges of designing effective inquiry-based activities, a structured framework is necessary to guide teachers in their planning. This study reports the use of the Knowledge Quartet as a framework for analysing a teacher's planning and design of an activity about statistical concepts within a wider context of STEM learning. The contributory codes of the Knowledge Quartet, originally intended for assessing preservice primary teachers' knowledge, have been thematically exemplified through the planned activities administered by the teacher in the form of a group project. This study might be useful in helping teachers in utilising the Knowledge Quartet as a model of professional reflection, particularly in guiding their integration of STEM in the planning and design of inquiry-based activity.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Research in Integrated STEM Education
ISSN
2772-6665
e-ISSN
2772-6673
Svazek periodika
3
Číslo periodika v rámci svazku
15 May 2025
Stát vydavatele periodika
NL - Nizozemsko
Počet stran výsledku
23
Strana od-do
1-23
Kód UT WoS článku
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EID výsledku v databázi Scopus
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